Caracterización del sentido espacial de docentes de Matemática del cantón central de Cartago (GEOSEN)

Many different authors emphasize the importance of students having adequate competency and geometric
abilities that allow them to place themselves in their own means and solve problems around them as future
citizens of a complex city. In Costa Rica’s case the math study programs that were approved by the Consejo
Superior de Educación in the year 2012 refers to a geometric learning that considers the spatial sense as one
of its finalities. According to different studies a high level of visual and space abilities (considered within the
concept of spatial sense) is associated with a higher success rate when facing tasks linked with math or science
and are relevant for a good performance in careers that are related with STEM areas or engineering. Spatial
sense and the skills that it involves can be developed, and mathematics teachers have the responsibility to
strengthen these skills to ensure successful learning. However, Costa Rican high school students have
presented low performance in international mathematics tests (PISA) or national ones (Pruebas Nacionales
de Bachillerato or diagnostic mathematics exams of public universities), a situation that has also been reflected
in the items related to the area of geometry or of space and form. Conditions have not improved because of
the 2018/2019 educational strikes and the COVID-19 pandemic. As a result of the above, it is worth asking
what the characteristics of the dimensions of the spatial sense of mathematics teachers in the central canton
of Cartago are when faced with a group of tasks.
Therefore, an observational and descriptive study is proposed, with a qualitative methodology, based on a
case study. Initially, the dimensions of the spatial sense present in the skills and contents of the secondary
mathematics programs of the MEP will be identified, which will allow the design of a geometric task guide
that will be applied to a group of mathematics teachers in the central canton of Cartago. An instrument will be
designed and validated that contains categories and behaviors that allow identifying the dimensions of the
spatial sense that teachers put into play when solving the geometric tasks proposed. Finally, the process of
analyzing the data collected through the content analysis technique will be carried out, considering as units
of analysis the transcripts of the interviews conducted with the participating teachers where they solved the
geometric activities. The foregoing with the intention of characterizing the development of the spatial sense
of Mathematics teachers in the central canton of Cartago

Analizar el desarrollo de las dimensiones del sentido espacial que tienen docentes de Matemática del cantón central de Cartago

Escuela de matemática
Matemática educativa